Student will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism.
Student will know about the publishing of "What Is To Be Done?", split of the Russian Socialist Democratic Workers Party, Revolution of 1905, Bloody Sunday, and the October Manifesto.
Student will be able to empathize with the revolters and see why they revolted.
Maine Learning Results Alignment
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: Students will learn about the events leading up to the Russian Revolution using information from primary and secondary sources. They will learn about Lenin and his ideals and the reasons why socialism rose as one of the major forms of government in today's world.
Assessment
Formative (Assessment for Learning)
Students will talk with a partner and discuss why revolution is happening so fast yet also why the government has not yet been overthrown.
Summative (Assessment of Learning)
Students will take a quiz on the information covered in class. After the quiz, the students will make a new list of the events that caused the most change in order of the degree of change. Then, the students will createa podcast going over the key events from 1902 to 1905 in Russian history.
Integration
Technology- Notes will be taken on the students' laptops and the students will create a podcast to show their knowledge of the material.
English- The students will be using their previously learned writing skills to create the script for the podcast.
Groupings
After self-assessment, the students will work in partners with the person sitting next to them to go over the information learned in class. For the performance task, the students will work in groups of three or four to create the podcast. They will be equal collaborators. Equal collaboration will be seen through the different people speaking throughout the podcast.
Differentiated Instruction
Strategies
Linguistic: Presenting to the class and doing the podcast. Logical-Mathematical: Using the Flow Chart to analyze the material. Spatial: The teacher will write down the information on the board.
Bodily-kinesthetic: Using the computer to make the product.
Musical: Using Garage Band to make background music.
Interpersonal: Working with a partner on the podcast.
Intrapersonal: Taking notes alone in class before working with a partner on the product.
Modifications/Accommodations
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Extensions
Students will create a podcast with GarageBand for their Type II technology. Content notes will come from valid internet sites as well.
Materials, Resources and Technology
Laptops
Writing Implements
Lined Paper Podcast Checklist Flow Chart Quote for the hook Quiz Content Notes (teacher only)
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The class will be partnered up and they will learn more about the events and listen to some new viewpoints on the material.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. Students will learn about the publishing of "What Is To Be Done?", the split of the Russian Socialist Democratic Workers Party, the Revolution of 1905, Bloody Sunday, and the October Manifesto.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Information written on the board will help spatial learners, articulating the notes and creating the podcast will help the linguistic learners, bodily-kinesthetic learners will be able to get up and move around and be able to use their laptops, musical learners will be able to use GarageBand to create background music for their podcast, and a combination of partner and solitary work will help the inter and intrapersonal learners.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Pre-assessment, presentation, partner work, and the podcast will help the gauge the students' learning of the subject matter. Students will receive feedback on their posters in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.
Teaching and Learning Sequence:
Students will be seated in a "U" in order to see the board and the images that will be displayed. I will provide a quote from Vladimir Lenin in order to hook the students into the lesson. After spending a few minutes with the hook, I will go into the lesson. Students will understand that the Russian revolution happened for many reasons, two of which are the need for equality and the hatred of absolutism.
Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (10 minutes) Where, What, Why, Hook. Tailor: Linguistic, Spatial.
After the hook and pre-assessment, I will talk about the publishing of "What Is To Be Done?", split of the Russian Socialist Democratic Workers Party, Revolution of 1905, Bloody Sunday, and the October Manifesto. I will check for understanding by having the students come up with which events they think caused the most change by themselves and then splitting them into groups in order to collaborate with each other. (35 minutes) Equip. Tailor: Interpersonal, Spatial, Intrapersonal, Linguistic.
Students will use a Flow chart when they work alone and with their partner to come up with which events they think caused the most change. In the partners, the students will work as a team and will do equal work. As a class, we will talk about our reasonings and decide which reason or reasons are the best. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (35 minutes) Explore, Experience, Rethink, Revise. Tailor: Linguistic, Spatial, Interpersonal, Intrapersonal, Logical-mathematical, Bodily-kinesthetic.
After being with their partners the students will be able to reflect upon their thoughts and their partner’s thoughts as well. Students will then be assigned a podcast assignment to complete. They will work in groups of three or four depending on the class size to complete this. Once the podcast is graded (by checklist), I will provide feedback so they can improve upon them for the portfolio conference. After the podcasts are completed, the 10-question quiz will be given to gauge their understanding. Aside from the quiz and the podcast, there will be no homework. After making adjustments to their thinking after the first two lessons, the students will have new ideas on what events caused the most change in Russian history. Again, future lessons will either strengthen or weaken their beliefs as to what the key events leading up to the Bolshevik Revolution were. (80+ minutes) Evaluate. Tailor: Linguistic, Interpersonal, Logical-mathematical, Intrapersonal.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Oliver Lesson # : Three
Grade Level: 11 Topic: 1902-1905 Russia
Objectives:
Maine Learning Results Alignment
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: Students will learn about the events leading up to the Russian Revolution using information from primary and secondary sources. They will learn about Lenin and his ideals and the reasons why socialism rose as one of the major forms of government in today's world.
Assessment
Integration
English- The students will be using their previously learned writing skills to create the script for the podcast.
Groupings
Differentiated Instruction
Linguistic: Presenting to the class and doing the podcast.Logical-Mathematical: Using the Flow Chart to analyze the material.
Spatial: The teacher will write down the information on the board.
- I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.Materials, Resources and Technology
Writing Implements
Lined Paper
Podcast Checklist
Flow Chart
Quote for the hook
Quiz
Content Notes (teacher only)
Source for Lesson Plan and Research
Hook: a quote from The Essential Works of Lenin
Content Notes: http://www.spartacus.schoolnet.co.uk/RUSsunday.htm
http://www.spartacus.schoolnet.co.uk/RUSoctober.htm
Maine Standards for Initial Teacher Certification and Rationale
Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion. The class will be partnered up and they will learn more about the events and listen to some new viewpoints on the material.
Rationale: MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. Students will learn about the publishing of "What Is To Be Done?", the split of the Russian Socialist Democratic Workers Party, the Revolution of 1905, Bloody Sunday, and the October Manifesto.
Rationale: Information written on the board will help spatial learners, articulating the notes and creating the podcast will help the linguistic learners, bodily-kinesthetic learners will be able to get up and move around and be able to use their laptops, musical learners will be able to use GarageBand to create background music for their podcast, and a combination of partner and solitary work will help the inter and intrapersonal learners.
Rationale: Pre-assessment, presentation, partner work, and the podcast will help the gauge the students' learning of the subject matter. Students will receive feedback on their posters in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.
Teaching and Learning Sequence:
Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (10 minutes) Where, What, Why, Hook. Tailor: Linguistic, Spatial.